Storytelling’s Impact on Human Rights Education: An Explanatory Sequential Study of Grade 10 Assessment Scores
DOI:
https://doi.org/10.54536/ajahs.v4i2.4132Keywords:
Assessment, Education, Human Rights, Narrative Pedagogy, StorytellingAbstract
This study explores the impact of storytelling as a pedagogical strategy on Grade 10-C students’ written assessment scores in Human Rights Education at the Laboratory School of Abra State Institute of Sciences and Technology in Abra, Philippines. Grounded in Narrative Pedagogy Theory, the research employs an explanatory sequential mixed-methods design. Quantitative data were collected through pre-test and post-test assessments, while qualitative insights were gathered via interviews and focus group discussions. Findings indicate a modest improvement in assessment scores post-intervention, suggesting a trend toward significance despite the statistical results not reaching the conventional threshold (p = 0.06). The qualitative phase revealed positive student perceptions, emphasizing storytelling’s role in enhancing engagement, comprehension, and empathy for human rights issues. The study underscores the potential of storytelling to enrich academic outcomes and foster a deeper connection to educational content. However, limitations include variability in individual learning styles and the need for iterative applications to achieve conclusive results. The research contributes to understanding innovative teaching strategies, advocating for their integration to enhance learning experiences in contemporary education.
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Copyright (c) 2025 Kate Eiver Arcido, Steffi Mae Eloisan, Rezie Hasley Balneg, Francis Dave Mabborang, Maria Rita Flores, Evelyn Balbalec, Rhea Quileza
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